T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: _Colby Gregory____________________________Date:_9/23/14_____________
Cooperating Teacher: _Sara Castro_____________________ Grade:_Kindergarten_______________
School District: 81
_______________________ School: Willard Elementary
_____________________________
University Supervisor: Matt
Unit/Subject: English
Instructional Plan Title/Focus: Welcome to Kindergarten/ Letter Gg/ syllables/ rhymes

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This instructional plan helps students to rhyme, understand syllables and
write the letter Gg.

b. Alignment to State Learning Standards:

RL. K. 5: Recognize common types of texts (eg. Storybooks, poems)
RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
SL.K.1: Participate in collaborative conversations with divers partners about kindergarten topics and texts

c. Content Objectives:
SWBAT
SWBAT: recognize that Quack! Quack! Quack! Is a poem
SWBAT: identify a syllable through clapping, listening, and discussing.
SWBAT: identify the difference between numbers and letters
SWBAT: identify rhyming words through discussion.

Language Objectives:
SWBAT
SWBAT: write the letter Gg
SWBAT: identify capital versus lowercase letters through discussion.

d. Previous Learning Experiences:

Students have gone through the letters Aa through Ff and have practiced writing them. They have read
other poems and discussed which words rhymed in other poems as well as participating in an active
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song to assist them in identify rhymes. They have previously been told what a syllable is and have begun
to learn how to identify them.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
After completing the worksheet and reviewing it with the teacher, the students move into their individual
reading center to work independently. The reading center groups were decided previously by the teacher based
on the students individual skill and where they are in literacy so that they can benefit the most from their
center.
One of the reading centers in working with the instructor, this is for students that will benefit most from more
individual instruction and assistance.
I also have the handwriting without tears book with the other letters that we have worked on and wrote so if a
student is behind and does not seem to be comprehending I will have them review the other letters that has been
taught.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT: recognize that Quack! Quack!
Quack! is a poem

Assessment Strategies
Formative: Point to the poem and asking what is this?
Summative: Having them refer to the poem in their
writing journals.

SWBAT: identify a syllable through

clapping, listening, and discussing.

SWBAT: identify the difference

between numbers and letters

Formative: Verbally stating how many syllables a word

has.
Summative: Clapping the amount of syllables in words
asked.
Formative: State the number or letter when pointed to.

SWBAT: write the letter Gg

Summative: verbally state how letters and numbers are

used.
Formative: Handwriting without tears Gg sheet

SWBAT: identify capital versus

lowercase letters through discussion.

Summative: correctly write Gg in the air, repeating the

steps in creating the letter.
Formative: state whether the letter is a capital or
lowercase letter when pointed to.
Summative: state a capital and lowercase letter verbally.

(Add rows as needed)

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g. Student Voice

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Completed handwriting without
tears letter Gg worksheet

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Completed handwriting without

tears letter Gg worksheet

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Completed handwriting without

tears letter Gg worksheet

Description of how students

will reflect on their learning.

They need to learn what the

letter Gg is and how to write
it so that they can begin
reading and writing which is
a skill they will need
throughout their whole life.
They will complete this
worksheet, raising their
hands if they need
assistance. They will also
raise their hand when done
and go over the work with
the teacher to make sure it is
done correctly.
There is a big book with the
alphabet in it that we
constantly review before
learning another letter. There
are also cards around the
room of the alphabet that the
students can reference which
may assist them in writing in
the future.

Grouping of Students for Instruction

Students will randomly sit on the carpet waiting for instruction and group learning. Students are subject to
move by my request if they are distracted and talking. Students will go to assigned tables to complete
the handwriting without tears Gg worksheet.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
I will display p. 19 of the big book and introduce the poem Quack! Quack! Quack! I will ask them to make
predictions based on the title of the poem and the pictures surrounding the poem.
2. Learning Activities:
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Describe what the teacher will do and say and students will do during the lesson. Write it as a procedural
set of steps. As a part of this process include:
o Connections between students own lives, experiences, cultures, interests and the content.
o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions)
o Active learning over passive learning
o Multiple means of access to the content for the K-12 students
o Multiple means of expression of learning by the K-12 students
o How the teacher candidate will assess the learning of the students (from table above)
1. I will read and point to the title of the poem and ask them what they think the poem is about.
2. Chant the poem Quack! Quack! Quack! While touching each word as I read.
3. Chant the poem Quack! Quack! Quack! With students reading and saying what they remember and
can follow with reading finger.
4. Say the poem Quack! Quack! Quack! once more while students reading along when they can.
5. Ask children how many ducks are in the song. Call on a student to answer
6. Call on a student to come and point at a duck and count ducks.
7. Write each number on the board.
8. Call children to point to each number.
9. Remind children that we talked about syllables last week.
10. Pick a word and say it. Then clap it. Then call on a student to say how many syllables that word has.
11. Call on a student to say how many syllables another word happens, tell student to clap it out.
12. Show the letter Gg from the big book.
13. Students along with me will say G then the picture with each picture on the page.
14. I will then call on a student and point to g and ask them to tell me if its lowercase or a capital.
15. I will then call on a student and point to G and ask them to tell me if its lowercase or a capital.
16. I will then put up the writing without tears Gg paper on the white board and demonstrate what to do
and how to form Gg. We will practice many times. I will tell them to write it with their finger in the
air as I do it on the paper.
17. Then I will hand out the writing without tears paper and ask them to complete it.
3. Closure:
They will share what they have learned at the end of the lesson by showing me their Handwriting Without Tears
Gg worksheet before they put it away. I will ask students why there is a picture of a goose on the paper. I will
then ask why there is a picture of a goat on the other side of the worksheet.
I will ask students to think of other things from home that starts with a G or has a g in it.
4. Independent Practice:
I will tell students to go home and find other things with their parents that start with a g and to come to class
tomorrow with some more g words.
5. Instructional Materials, Resources, and Technology

6. Acknowledgements:
Instructional plan adapted from Journeys
Instructional plan consultants: Sara Castro
Instructional plan created by Colby Gregory.